This chapter introduces the Sustaining STEM conceptual framework for effective STEM education that spans early childhood to senior secondary education. The framework represents three key interacting components: 1. Knowledge: the nature of STEM knowing and knowledge (for example, accessing STEM knowledge, dealing with uncertainty), rather than what should be known; 2. Skills: transdisciplinary skills beyond those of the individual STEM disciplines (for example, problem solving, creativity, critical thinking); and 3. Engagement: the affective domain of STEM education (for example, academic emotions, motivation). Additionally, the framework highlights the need to address critical issues in STEM education, for example: transitions and trajectories, gender, rurality, socioeconomic status, and cultural diversity. The chapter draws upon the available research evidence to present an informed and critical stance in relation to each of these elements of STEM education.
|Title of host publication||STEM Education Across the Learning Continuum|
|Editors||Amy MacDonald, Lena Danaia, Steve Murphy|
|Place of Publication||Singapore|
|Publication status||Published - 2020|
Murphy, S., MacDonald, A., & Danaia, L. (2020). Sustaining STEM: A framework for effective STEM education across the learning continuum. In A. MacDonald, L. Danaia, & S. Murphy (Eds.), STEM Education Across the Learning Continuum (pp. 9-28). Springer Singapore. https://doi.org/10.1007/978-981-15-2821-7_2